THE GLOBAL eLEARNING JOURNAL VOLUME 2, NUMBER 4, 2013 Cultural Divergence in Academic Writing: A Case
Study of the Research Article Introduction in Arabic
Hmoud Alotaibi, PhD
Ministry of Education
Saudi Arabia
Lucy Pickering, PhD
Associate Professor
Department of Literature & Languages
Texas A&M University-Commerce
Commerce, TX
Abstract
American universities have benefited from the internet to include students from around the
world. Since most participation from students comes through writing, it is vital for professors to
be cognizant of the culturally-based rhetorical patterns that these students may bring with them.
This paper deals exclusively with the Arabic culture, and examines 20 research article
introductions written by Arab writers educated in the Arab world. It applied the CARS model
proposed by Swales (1990) to investigate how Arab writers (a) deal with previous studies, (b)
establish a research gap, and finally, (c) present their studies. The results show that these
rhetorical components as they are realized in Arabic research introductions are qualitatively
dissimilar to those that appear in American English writing as described in the CARS model.
These results provide important implications for professors to facilitate ESL students learning,
particularly in the global eLearning context in higher education.
Key Words: research article, ESL writing, Arabic
THE GLOBAL eLEARNING JOURNAL 2 Introduction
The number of international students registering for online classes continues to grow in
U.S. universities. Thus, cultural diversity has become an increasingly important area of research
investigation. For example, Campbell (2002) examined the cultural issues that affect eLearning
such as age, gender, ethnicity, language, and cognitive development. She stressed the importance
of recognizing cultural diversity in online courses and states “[c]onsider the audience for whom
you are writing or designing. Even if you are not planning to include international students in
your course, about 1/4 of your class will represent different cultures – Asian, Indian, European,
Middle Eastern, South American, and others” (p. 50).
It is further recognized that writing is a crucial area of investigation in studies germane to
eLearning as it remains the main method of communication in the online learning environment.
Ge (2011) criticized the traditional approach of teaching writing in isolation, i.e. teachers
lecturing and students writing by themselves. The researcher examined the effect of peer
cooperation and interaction on students’ writing performances in China’s online education
environment and found that students had significantly benefited from this online cooperative
learning particularly those with lower writing abilities. Likewise, Peach (2012) examined the
writer’s voice in online classes. In particular, Peach scrutinized the ways in which students learn
to develop voice in their writing through an online first-year composition course. She focused on
three areas: the student perspective, the instructor perspective, and the course structure. Her
findings showed that students can develop their voice in online classes if the following
conditions are met:
• Clear communication of expectations between instructor and student
• Feedback from multiple sources
ALOTAIBI AND PICKERING
3 • Time in class focused on voice
• Passion for the content (p. 139).
Following Swales (1990) creation of the CARS (Create a Research Space) model which
deals with the introduction section of research articles, the rhetorical components in ESL writing
have received more detailed attention by researchers. They found that the strategy of establishing
a research niche was low in frequency in the introductory section in research articles (RAs)
written in Arabic (Al-Qahtani, 2006; Fakhri, 2004; Najjar, 1990), Brazilian Portuguese (Hirano,
2009), Chinese (Loi & Evans, 2010; Taylor & Chen, 1991), Hungarian (Arvay & Tanko, 2004),
Korean (Shim, 2005), Malay (Ahmad, 1997), Polish (Duszak, 1994), and finally in Thai
(Jogthong, 2001).
Since writing is a crucial method of communication in the online environment, any
deviation in this skill from the English writing tradition potentially challenges ESL students in
their successful participation and benefits from online learning. To the best of our knowledge,
there is no study within the genre of the research article that addressed this challenge with
respect to global eLearning in higher education. Thus, the current study fills this gap by focusing
on the introduction section in Arabic RAs.
Model and Data
This study applies the CARS model proposed by Swales (1990) to capture the rhetorical
patterns of the research article introduction. Swales stressed the importance of three elements: (a)
establishing a territory, in which the context of the paper is set for the reader, (b) establishing a
niche, where a research gap is created in previous studies, and (c) occupying the niche, in which
writers fill the research gap by their studies. The model is outlined in Figure 1.
THE GLOBAL eLEARNING JOURNAL 4 Move 1
Establishing a territory
Step 1 Claiming centrality and/or
Step 2 Making topic generalization(s) and/or
Step 3 Reviewing items of previous research
Declining rhetorical effort
Move 2
Establishing a niche
Step 1A Counter-claiming
or Step 1 B Indicating a gap
or Step 1 C Question-raising
or Step 1 D Continuing a tradition
Weakening knowledge claims
Move 3
Occupying the niche
Step 1A Outlining purposes
or Step 1B Announcing present research
Step 2 Announcing principal findings
Step 3 Indicating research article structure
Increasing explicitness
Figure 1 The 1990 CARS model.
The data comprise 20 Arabic research article introductions written by Arab scholars. Ten
RAs were taken from the field of educational psychology and 10 were drawn from the field of
sociology. As pointed out in Fakhri (2004), texts from the humanities and social sciences tend to
better reveal the cultural aspects as opposed to texts from natural sciences. Although Hyland
(2000) noted the cross-disciplinary variations particularly between hard and soft disciplines,
Alotaibi (2013) showed that the variations between educational psychology and sociology exist
mainly in establishing a territory (Move 1 in the CARS model) as RAs in educational
psychology rely on centrality claims and topic generalizations while those in sociology provide
definitional clarifications and background information. Since the components of the centrality
claims and topic generalizations are not dealt with in this paper, the cross-disciplinary variations
are not expected, based on Alotaibi’s findings, and thus the results will be presented together
from both disciplines.
ALOTAIBI AND PICKERING
5 The focus in this paper is on how the following three elements are presented in the
introduction of the research papers: (a) the literature review, (b) the research gap, and (c) the
presentation of the study. The research questions that address these three components are:
a)
How previous studies are treated in the Arabic RA introductions?
b)
How, if any, a research gap is created in the Arabic RA introductions?
c)
How the study is presented in the Arabic RA introductions?
In the following section, the first research question will be referred to as the literature
review, the second question as establishing a niche, and finally the third questions as presenting
the study.
Results
1. Literature review
Swales (1990) showed that the main function of the literature review in English RA
introductions is to show how past literature is somehow incomplete and thus enables the
researcher to identify a research gap. In other words, Swales asserted that the discussion of
previous studies should display a clear engagement of the writer, as he stated “the author needs
to provide a specification (in varying degrees of detail) of previous findings, an attribution to the
research workers who published those results, and a stance towards the findings themselves” (p.
148).
Discussion of previous literature in the Arabic RA introductions was found to be crucial
as it occupied the majority of the space of the introductions. In educational psychology, the
literature review covered 50% of the introductions’ space, and it occupied 51% of the space in
sociology introductions.
THE GLOBAL eLEARNING JOURNAL 6 Overall, previous studies were treated individually with no direct criticism or evaluation
from the writers. Results of previous studies were taken for granted and were provided to
familiarize the reader with the topic. There were two common strategies in treating previous
studies. The first strategy used integral citations where a sentence began with a scholar’s name
followed by a reporting verb. In Example 1, the previous studies were summarized and each was
treated in a separate paragraph. Each paragraph contained one sentence except the first paragraph
that concluded with a comment from the writer on the study that has been summarized. The
comment, however, was not a form of evaluation but rather a restatement of the cited argument
and an expression of agreement.
‫( ﺃأﻥن ﺍاﻟﻤﻌﺘﻘﺪﺍاﺕت ﺍاﻟﺴﺎﺋﺪﺓة ﻟﺪﻯى ﻋﺎﻣﺔ ﺍاﻟﻨﺎﺱس ﻋﻦ ﺍاﻟﻤﺘﻤﻴﯿﺰﻳﯾﻦ ﺍاﻟﻤﺘﻤﺜﻠﺔ ﺑﻮﺻﻔﻬﮭﻢ ﺃأﻓﺮﺍاﺩدﺍا‬1979) ‫ﻭوﻳﯾﺆﻛﺪ ﻟﻴﯿﻜﻮﻙك‬
‫ ﺗﻀﻊ ﺍاﻟﻤﺘﻤﻴﯿﺰﻳﯾﻦ ﺃأﻣﺎﻡم ﻣﻮﺍاﺟﻬﮭﺔ ﺣﻘﻴﯿﻘﻴﯿﺔ ﻣﻊ ﺍاﻟﻤﺸﻜﻼﺕت ﺍاﻟﺘﻲ ﺗﺨﻠﻖ ﻟﺪﻳﯾﻬﮭﻢ ﺳﻮء‬،٬‫ﺗﻌﺮﺿﻮﺍا ﻟﻠﻤﺴﺔ ﻣﻦ ﺍاﻟﺠﻨﻮﻥن‬
‫ ﻭوﻣﻜﺎﻧﺎ ﻣﻨﺎﺳﺒﺎ ﻟﻠﺘﻌﺒﻴﯿﺮ‬،٬‫ ﻭوﺍاﻟﺬﻱي ﻳﯾﻌﺪ ﻣﺼﺪﺭرﺍا ﻫﮬﮪھﺎﻣﺎ ﻟﺘﻨﻤﻴﯿﺔ ﻣﻮﺍاﻫﮬﮪھﺒﻬﮭﻢ ﻭوﻗﺪﺭرﺍاﺗﻬﮭﻢ‬،٬‫ﺍاﻟﺘﻜﻴﯿﻒ ﻣﻊ ﺍاﻟﻤﺠﺘﻤﻊ ﺍاﻟﻤﺤﻴﯿﻂ ﺑﻬﮭﻢ‬
‫ ﻭوﺗﻜﻤﻦ ﺍاﻟﺨﻄﻮﺭرﺓة ﻓﻲ ﻫﮬﮪھﺬﻩه ﺍاﻟﺤﺎﻟﺔ ﺑﺬﻫﮬﮪھﺎﺏب ﺍاﻟﺘﻤﻴﯿﺰ ﺃأﺩدﺭرﺍاﺝج ﺍاﻟﺮﻳﯾﺎﺡح‬.‫ﻋﻤﺎ ﻟﺪﻳﯾﻬﮭﻢ ﻣﻦ ﻣﻬﮭﺎﺭرﺍاﺕت ﻭوﺇإﻣﻜﺎﻧﻴﯿﺎﺕت ﻭوﺗﻌﺰﻳﯾﺰﻫﮬﮪھﺎ‬
‫ ﺧﺎﺻﺔ ﻋﻨﺪ ﻋﺠﺰ ﺍاﻟﻤﺘﻤﻴﯿﺰ ﻋﻦ ﺍاﻟﺘﻐﻠﺐ ﻋﻠﻰ ﺗﻠﻚ ﺍاﻟﻤﺸﻜﻼﺕت ﺑﺤﻜﻤﺔ‬،٬‫ﻧﺘﻴﯿﺠﺔ ﺗﻠﻚ ﺍاﻻﻋﺘﻘﺎﺩدﺍاﺕت ﻏﻴﯿﺮ ﺍاﻟﺴﻠﻴﯿﻤﺔ‬
.‫ﻭوﻋﻘﻼﻧﻴﯿﺔ ﻧﺘﻴﯿﺠﺔ ﻟﺘﻄﺮﻑف ﺍاﻟﻤﺠﺘﻤﻊ ﺑﺎﻋﺘﻘﺎﺩدﺍاﺗﻪﮫ‬
‫ ﻭوﻋﺪﻡم‬،٬‫( ﺇإﻟﻰ ﺃأﻥن ﺍاﻟﻄﻔﻞ ﺍاﻟﻤﺘﻤﻴﯿﺰ ﻗﺪ ﻳﯾﻌﻴﯿﺶ ﻧﻮﻋﺎ ﻣﻦ ﺍاﻟﺤﺮﻣﺎﻥن ﺍاﻻﺟﺘﻤﺎﻋﻲ ﻭوﺍاﻟﻌﺎﻁطﻔﻲ‬2001) ‫ﻭوﻳﯾﺸﻴﯿﺮ ﺷﻘﻴﯿﺮ‬
‫ ﻣﻤﺎ‬،٬‫ﺇإﺷﺒﺎﻉع ﺣﺎﺟﺎﺗﻪﮫ ﺍاﻷﺳﺎﺳﻴﯿﺔ ﻛﺎﻟﺮﻋﺎﻳﯾﺔ ﻭوﺍاﻟﻌﻄﻒ ﻭوﺍاﻟﻤﺤﺒﺔ ﻭوﺍاﻟﺘﻘﺪﻳﯾﺮ ﻧﺘﻴﯿﺠﺔ ﻟﻠﻨﻈﺮ ﺇإﻟﻴﯿﻪﮫ ﺑﻮﺻﻔﻪﮫ ﻁطﻔﻼ ﻣﺘﻤﻴﯿﺰﺍا‬
‫ﻳﯾﺒﻌﺚ ﻓﻲ ﻧﻔﺴﻪﮫ ﺍاﻟﻜﺜﺮ ﻣﻦ ﺍاﻟﻤﺸﻜﻼﺕت ﺍاﻟﻨﻔﺴﻴﯿﺔ؛ ﻟﺬﺍا ﻓﻬﮭﻮ ﺑﺤﺎﺟﺔ ﺇإﻟﻰ ﻣﺸﺎﻋﺮ ﺍاﻟﺮﻋﺎﻳﯾﺔ ﻭوﺍاﻻﻫﮬﮪھﺘﻤﺎﻡم ﻟﺘﺤﻘﻴﯿﻖ ﺍاﻟﺘﻮﺍاﻓﻖ‬
.‫ﻭوﺍاﻟﺘﻜﺎﻣﻞ ﺍاﻟﻨﻔﺴﻲ ﻋﻨﺪﻩه‬
‫( ﺇإﻟﻰ ﺃأﻥن ﺍاﻟﻤﻨﻬﮭﺎﺝج ﺍاﻟﻤﺪﺭرﺳﻲ ﺍاﻟﻌﺎﺩدﻱي ﻗﺪ ﻳﯾﻜﻮﻥن ﻣﺼﺪﺭرﺍا ﻟﻠﻌﺪﻳﯾﺪ ﻣﻦ ﺍاﻟﻤﺸﻜﻼﺕت ﺍاﻟﺘﻲ ﺗﺤﻴﯿﻂ‬2002) ‫ﻭوﻳﯾﺸﻴﯿﺮ ﺍاﻟﺰﻳﯾﺎﺕت‬
‫ﺑﺎﻟﻤﺘﻤﻴﯿﺰﻳﯾﻦ ﻛﺎﻟﺸﻌﻮﺭر ﺑﺎﻟﻤﻠﻞ؛ ﺑﺴﺒﺐ ﻗﺪﺭرﺗﻬﮭﻢ ﻋﻠﻰ ﺍاﻟﺘﻌﻠﻢ ﺑﺴﻬﮭﻮﻟﺔ ﻭوﻳﯾﺴﺮ ﺧﺎﺻﺔ ﻭوﺃأﻥن ﺍاﻟﻤﻨﻬﮭﺎﺝج ﻳﯾﺼﻤﻢ ﻟﻴﯿﺘﻼءﻡم‬
.‫ﻭوﻣﺴﺘﻮﻯى ﺍاﻟﻄﻠﺒﺔ ﺍاﻟﻤﺘﻮﺳﻄﻴﯿﻦ ﺑﺸﻜﻞ ﻋﺎﻡم‬
(1) And Lecoq (1979) stresses that the prevailing beliefs of the general public towards
distinguished people as individuals who have been exposed to a touch of madness.
This perspective puts distinguished individuals in front of a real confrontation with
the problems which generate within them poor adaptation to society around them,
society which is an important source for the development of their talents and
abilities, and a suitable place to express and enhance their skills and capabilities.
The danger lies in this case when excellence goes with the wind as a result of such
improper beliefs, especially when the distinguished becomes incompetent to
overcome these problems with wisdom and rationality due to the wrong societal
beliefs.
And Shuqaeer (2001) indicates that the distinguished child may live with a kind
of social and emotional deprivation. When his basic needs, such as care giving,
kindness, love, and appreciation, are not satisfied because he is a distinguished
ALOTAIBI AND PICKERING
7 child, this makes him subject to a number of psychological problems; thus he is in
need for feelings of care and concern to satisfy the psychology compatibility and
integration within him.
And Zayat (2002) indicates that the regular school curriculum may be the source
of many problems for distinguished individuals like feeling bored. This is because
they have the ability to learn easily while curricula are designed usually for
middle level students. [EP 5]
The second strategy used non-integral citations in which the name of the scholar was placed at
the end of the sentence in parenthesis, as shown in Example 2.
‫ ﻭوﺫذﻟﻚ ﻣﻦ ﺧﻼﻝل ﺩدﺭرﺍاﺳﺎﺗﻪﮫ ﻟﻤﻈﺎﻫﮬﮪھﺮ‬،٬‫ﻭوﻳﯾﻌﺘﺒﺮ ﻓﺮﻭوﺩدﻧﺒﻴﯿﺮﻏﺮ ﺃأﻭوﻝل ﻣﻦ ﺍاﺳﺘﺨﺪﻡم ﻣﺼﻄﻠﺢ ﺍاﻻﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ‬
‫ ﻭوﺑﻴﯿﻦ ﻣﻦ ﺧﻼﻝل ﺩدﺭرﺍاﺳﺎﺗﻪﮫ ﺃأﻥن‬،٬‫ﺍاﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﻀﻐﻮﻁط ﺍاﻟﺘﻲ ﻳﯾﺘﻌﺮﺽض ﻟﻬﮭﺎ ﺍاﻟﻤﺪﺭرﺳﻮﻥن ﻭوﻏﻴﯿﺮﻫﮬﮪھﻢ ﺑﻘﻄﺎﻋﺎﺕت ﺍاﻟﺨﺪﻣﺎﺕت‬
‫ ﻭوﺗﻮﺍاﺟﻬﮭﻬﮭﻢ‬،٬‫ ﻛﻮﻧﻬﮭﻢ ﻳﯾﻜﻮﻧﻮﺍا ﺗﺤﺖ ﺍاﻟﻀﻐﻂ ﺍاﻟﺪﺍاﺧﻠﻲ ﻟﻠﻌﻄﺎء‬،٬‫ﺍاﻟﻤﻠﺘﺰﻣﻴﯿﻦ ﻭوﺍاﻟﻤﺨﻠﺼﻴﯿﻦ ﻫﮬﮪھﻢ ﺍاﻷﻛﺜﺮ ﻋﺮﺿﺔ ﻟﻼﺣﺘﺮﺍاﻕق‬
‫ ﻣﻤﺎ ﻳﯾﻌﻮﻗﻬﮭﻢ ﻋﻦ ﺗﺤﻘﻴﯿﻖ ﺃأﻫﮬﮪھﺪﺍاﻓﻬﮭﻢ ﺑﺄﻋﻠﻰ ﺩدﺭرﺟﺔ ﻣﻦ ﺍاﻟﻨﺠﺎﺡح‬،٬‫ﻅظﺮﻭوﻑف ﺧﺎﺭرﺟﻴﯿﺔ ﻋﻦ ﺇإﺭرﺍاﺩدﺗﻬﮭﻢ ﺗﻘﻠﻞ ﻣﻦ ﻋﻄﺎﺋﻬﮭﻢ‬
.(2001 ،٬‫ ﺍاﻟﻔﺮﺡح‬،٬1999 ،٬‫)ﻧﺠﻲ‬
(2) Freudenberger is considered to be the first who used the term burn-out. This can be
seen through his studies of the indicators of response to pressures that teachers and
others in service sectors have experienced. He showed though his studies that
those individuals who work hard are more reluctant to the burn out. That is
because they have internal pressure that impetuses them to work, and at the same
time, they face external circumstances that render their success. In the end, these
conflicts render them from achieving the goals of the highest degree of success.
(Alfarah, 2001; Neji, 1999). [EP 6]
Finally, the investigation of the literature review in Arabic RA introductions has yielded
some additional usages that are likely to be considered alien to the English writing tradition.
Example 3 shows the inclusion of a religious remark and Example 4 indicates the place of the
convention. In both Examples, the date is mentioned in full.
‫ﻭوﻣﻤﺎ ﻳﯾﺆﻳﯾﺪ ﺍاﻟﻨﻬﮭﺞ ﺍاﻟﺪﻳﯾﻤﻘﺮﺍاﻁطﻲ ﻛﻠﻤﺎﺕت ﺍاﻟﻤﻐﻔﻮﺭر ﻟﻪﮫ ﺍاﻟﻤﻠﻚ ﺍاﻟﺤﺴﻴﯿﻦ ﺭرﺣﻤﻪﮫ ﷲ ﻓﻲ ﺧﻄﺎﺑﺔ ﺇإﻟﻰ ﺍاﻷﻣﺔ ﺍاﻟﻌﺮﺑﻴﯿﺔ‬
...‫ ﻭوﺍاﻟﺬﻱي ﺃأﻛﺪ ﻓﻴﯿﻪﮫ ﻋﻠﻰ ﺩدﻳﯾﻤﻘﺮﺍاﻁطﻴﯿﺔ ﺍاﻟﺘﻌﻠﻴﯿﻢ ﺇإﺫذ ﻳﯾﻘﻮﻝل‬1992/11/23
(3) And what supports the democratic approach are the words of the forgiven King
Hussein May Allah has mercy on him in his speech to the Arab nation 11/23/1992
in which he stressed the democratization of education says… [S 9]
THE GLOBAL eLEARNING JOURNAL 8 ‫( ﺍاﻟﻤﺆﺗﻤﺮ ﺍاﻻﻗﻠﻴﯿﻤﻲ ﺍاﻟﻌﺮﺑﻲ ﻟﻠﻤﺴﻨﻴﯿﻦ ﺍاﻟﺬﻱي‬2007/11/14 ‫ ﻋﻘﺪ ﺑﺎﻟﻴﯿﻤﻦ )ﺻﻨﻌﺎء ﻳﯾﻮﻡم ﺍاﻟﺜﻼﺛﺎء‬2007 ‫ﻭوﻓﻲ ﻋﺎﻡم‬
.‫ﻧﻈﻤﺘﻪﮫ ﺍاﻟﺠﺎﻣﻌﺔ ﺍاﻟﻌﺮﺑﻴﯿﺔ ﺑﻤﺸﺎﺭرﻛﺔ ﺃأﻛﺜﺮ ﻣﻦ ﺃأﺭرﺑﻊ ﻋﺸﺮﺓة ﺩدﻭوﻝل ﻋﺮﺑﻴﯿﺔ‬
(4) And in 2007, the Arab Regional Conference was held in Yemen (Sanaa on
Tuesday 11/14/2007) for the elderly which was organized by the Arab League. [S
1]
2. Establishing a niche
The four options of this move outlined in the 1990 CARS model (see Figure 1) are aimed
to establish a research space. Swales showed that this move, especially via the steps of counterclaiming or indicating a gap, is mandatory in English RA introductions. According to Swales,
the most employed categories in English introductions are negative and quasi-negative
quantifiers (such as no, little, few) and lexical negation (such as fail, lack, limited, limitation).
The results show that Arabic RA introductions contrast English ones as the move was
utilized only in 5 introductions in educational psychology texts and was used in 3 introductions
in sociology RAs. As Table 1 shows, neither of the introductions used the counter-claiming
realization to create a research gap.
Table 1
Step Options in Move 2: Establishing a Niche
Step Options in Move 2
EP Sociology
Total
Step 1 A Counter-claiming
0
0
0
Step 1 B Indicating a gap
2
0
2
Step 1 C Question-raising
0
1
1
(establishing a niche)
ALOTAIBI AND PICKERING
9 Step 1 D Continuing a
3
2
5
Expressing needs
1
0
1
Logical conclusions
2
2
4
Total
5
3
8
Tradition
Step 1B Indicating a gap was used only twice in the examined introductions. In
indicating a gap, the writers have not challenged or pointed a limitation in previous studies but
rather they pointed out the lack of studies as in Example 5.
.‫ﻭوﻟﻜﻦ ﻳﯾﻼﺣﻆ ﺑﺼﻮﺭرﺓة ﺟﻠﻴﯿﺔ ﻧﺪﺭرﺓة ﺍاﻟﺪﺭرﺍاﺳﺎﺕت ﺍاﻟﺘﻲ ﺗﻨﺎﻭوﻟﺖ ﻣﻌﻠﻤﻲ ﺍاﻟﻤﻮﻫﮬﮪھﻮﺑﻴﯿﻦ‬
(5) It can be clearly observed the lack of studies that dealt with the teachers of gifted
students. [EP 3]
In this introduction, after the lack of the studies has been mentioned, the authors provided
reasons, or justifications, for the paucity of studies by the statement in Example 6.
‫ﻭوﺭرﺑﻤﺎ ﺗﻌﻮﺩد ﻧﺪﺭرﺓة ﺍاﻟﺪﺭرﺍاﺳﺎﺕت ﺍاﻟﺘﻲ ﺗﻨﺎﻭوﻟﺖ ﺍاﻻﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ ﻟﺪﻯى ﻣﻌﻠﻤﻲ ﺍاﻟﻤﻮﻫﮬﮪھﻮﺑﻴﯿﻦ ﻓﻲ ﺍاﻟﺪﻭوﻝل ﺍاﻟﻌﺮﺑﻴﯿﺔ ﺇإﻟﻰ ﺃأﻧﻬﮭﺎ ﻣﻬﮭﻨﺔ‬
،٬‫ ﻋﻨﺪ ﺇإﻧﺸﺎء ﻣﺪﺭرﺳﺔ ﺍاﻟﻴﯿﻮﺑﻴﯿﻞ‬1994 ‫ ﺇإﺫذ ﻅظﻬﮭﺮﺕت ﻓﻲ ﺍاﻻﺭرﺩدﻥن ﻣﻨﺬ ﻋﺎﻡم‬،٬‫ﻅظﻬﮭﺮﺕت ﻣﺆﺧﺮﺍا ﻓﻲ ﺍاﻷﻧﻈﻤﺔ ﺍاﻟﺘﺮﺑﻮﻳﯾﺔ ﺍاﻟﻌﺮﺑﻴﯿﺔ‬
.‫ ﻋﻨﺪ ﺇإﻧﺸﺎء ﺛﻼﺙث ﻣﺪﺍاﺭرﺱس ﻟﻠﻤﻮﻫﮬﮪھﻮﺑﻴﯿﻦ ﻓﻲ ﺍاﻟﻌﺎﺻﻤﺔ ﺍاﻟﺴﻮﺩدﺍاﻧﻴﯿﺔ ﺍاﻟﺨﺮﻁطﻮﻡم‬2005 ‫ﻭوﻭوﺟﺪﺕت ﻓﻲ ﺍاﻟﺴﻮﺩدﺍاﻥن ﻣﻨﺬ ﻋﺎﻡم‬
(6) Probably the lack of studies that dealt with the burn-out of teachers of giftedstudents is because it is a new occupation in Arabic educational systems; it was
initiated in Jordan since 1994 along with establishing the Jubilee school, and was
found in the Sudan since 2005 when three schools of gifted students were initiated
in the capital Khartoum. [EP 3]
Step 1C Question-raising was used only once in a sociology introduction. It features occupying
the niche (Move 3) move embedded, which is underlined.
THE GLOBAL eLEARNING JOURNAL 10 ‫ﻓﻤﺎ ﺩدﻭوﺭر ﺍاﻟﻤﻘﺮﺭرﺍاﺕت ﺍاﻟﺪﺭرﺍاﺳﻴﯿﺔ ﻓﻲ ﺍاﻟﺤﻔﺎﻅظ ﻋﻠﻰ ﺍاﻟﻘﻴﯿﻢ ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ ﻓﻲ ﻅظﻞ ﺗﻠﻚ ﺍاﻟﺘﻐﻴﯿﺮﺍاﺕت ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ؟‬
‫ﺧﺼﻮﺻﺎ ﻭوﺃأﻥن ﻫﮬﮪھﻨﺎﻙك ﺛﻮﺍاﺑﺖ ﻣﻌﻴﯿﻨﺔ ﻳﯾﺴﻌﻰ ﻛﻞ ﻣﺠﺘﻤﻊ ﻭوﻣﻨﻬﮭﺎ ﻻﻣﺠﺘﻤﻊ ﺍاﻟﺴﻌﻮﺩدﻱي ﻟﻠﺤﻔﺎﻅظ ﻋﻠﻴﯿﻬﮭﺎ‬
‫ﻭوﺍاﺳﺘﻤﺮﺍاﺭرﻳﯾﺔ ﻧﻘﻠﻬﮭﺎ؟ ﻭوﺣﻴﯿﺚ ﺇإﻥن ﻫﮬﮪھﺬﻩه ﺍاﻟﺪﺭرﺍاﺳﺔ ﺗﻬﮭﺘﻢ ﺑﻤﻘﺮﺭر ﻋﻠﻢ ﺍاﻻﺟﺘﻤﺎﻉع ﻓﻬﮭﻞ ﻟﻌﻠﻢ ﺍاﻻﺟﺘﻤﺎﻉع ﻛﻤﻨﻬﮭﺞ‬
‫ﺩدﺭرﺍاﺳﻲ ﻳﯾﺪﺭرﺳﻪﮫ ﻁطﻼﺏب ﺍاﻟﻤﺮﺣﻠﺔ ﺍاﻟﺜﺎﻧﻮﻳﯾﺔ ﻓﻲ ﺍاﻟﺤﻔﺎﻅظ ﻋﻠﻰ ﺑﻌﺾ ﺍاﻟﻘﻴﯿﻢ ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ؟ ﻭوﻣﺎﺗﻠﻚ ﺍاﻟﻘﻴﯿﻢ؟ ﺃأﻡم ﺃأﻧﻪﮫ‬
‫ﻫﮬﮪھﻨﺎﻙك ﻣﻘﺮﺭرﺍاﺕت ﺃأﺧﺮﻯى ﺃأﺧﺬﺕت ﻣﻨﻪﮫ ﻫﮬﮪھﺬﺍا ﺍاﻟﺪﻭوﺭر؟‬
(7) So what is the role of the curricula in maintaining social values in light of these
social changes? Especially since there are certain regularities which every society,
including the Saudi society, seeks to maintain and pass on? And since this study
concerns with the curriculum of Sociology, is there any [role] for Sociology as a
curriculum studied by high school students in maintaining some social values?
And what are these values? Or have other curricula taken away its role? [S 4]
Finally, Step 1D Continuing a tradition was the most employed strategy in establishing a niche.
It was employed three times in educational psychology introductions and was used twice in
sociology texts. One introduction, in educational psychology texts, used this step in form of
expressing needs, as in Example 8.
‫ﻣﻦ ﻫﮬﮪھﻨﺎ ﺟﺎءﺕت ﺍاﻟﺤﺎﺟﺔ ﻟﺒﺤﺚ ﻫﮬﮪھﺬﻩه ﺍاﻟﻤﺸﻜﻠﺔ ﻭوﻣﻌﺮﻓﺔ ﺃأﺑﻌﺎﺩدﻫﮬﮪھﺎ ﻭوﺃأﻋﺮﺍاﺿﻬﮭﺎ ﻭوﺳﺒﻞ ﻣﻌﺎﻟﺠﺘﻬﮭﺎ ﻭوﺻﻮﻻ ﺇإﻟﻰ ﻭوﺿﻊ ﻻ‬
‫ ﺃأﻭو ﻭوﺟﻮﺩد ﻅظﻮﺍاﻫﮬﮪھﺮ ﺃأﻭو ﺑﻮﺍاﺩدﺭر ﻣﻦ ﺷﺄﻧﻬﮭﺎ ﺣﺼﻮﻝل ﺣﺎﻟﺔ ﻣﻦ‬،٬‫ﻳﯾﻌﺎﻧﻲ ﻓﻴﯿﻪﮫ ﻋﻀﻮ ﻫﮬﮪھﻴﯿﺌﺔ ﺍاﻟﺘﺪﺭرﻳﯾﺲ ﻣﻦ ﺍاﻻﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ‬
.‫ ﻓﻴﯿﻜﻮﻥن ﺍاﻹﺟﺮﺍاء ﻭوﻗﺎﺋﻴﯿﺎ ﻗﺒﻞ ﺃأﻥن ﻳﯾﻜﻮﻥن ﻋﻼﺟﻴﯿﺎ‬،٬‫ﺍاﻻﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ‬
(8) From here came the need to discuss this problem and find out the dimensions,
symptoms, and ways to address them in order to reach a point where the faculty
member does not suffer from burnout anymore; or identifying the phenomena or
signs that cause the state of burnout, so the procedure becomes preventative before
a cure is needed. [EP 6]
The remaining 4 cases used the form of logical conclusion to establish a niche. The case in
Example 9 was taken from a sociology introduction which is the last statement in the
introduction.
،٬‫ﻭوﻷﻥن ﺍاﻷﻓﺮﺍاﺩد ﻳﯾﺴﺘﺠﻴﯿﺒﻮﻥن ﻟﻠﻈﺎﻫﮬﮪھﺮﺓة ﺍاﻟﻮﺍاﺣﺪﺓة ﻭوﻓﻖ ﻭوﻋﻴﯿﻬﮭﻢ ﺑﻬﮭﺎ ﻭوﺍاﺗﺠﺎﻫﮬﮪھﻬﮭﻢ ﻧﺤﻮﻫﮬﮪھﺎ ﻭوﻣﺎ ﻳﯾﺘﻤﺘﻌﻮﻥن ﺑﻪﮫ ﻣﻦ ﺧﺼﺎﺋﺺ‬
‫ﻓﻼ ﺑﺪ ﻣﻦ ﺩدﺭرﺍاﺳﺔ ﺍاﺗﺠﺎﻫﮬﮪھﺎﺕت ﺍاﻟﻨﺨﺐ ﺍاﻟﺴﻴﯿﺎﺳﻴﯿﺔ ﻓﻲ ﺍاﻷﺭرﺩدﻥن ﻧﺤﻮ ﻅظﺎﻫﮬﮪھﺮﺓة ﺍاﻟﻌﻮﻟﻤﺔ ﺑﺄﺑﻌﺎﺩدﻫﮬﮪھﺎ ﺍاﻟﻤﺨﺘﻠﻔﺔ ﻭوﺁآﺛﺎﺭرﻫﮬﮪھﺎ ﺍاﻟﻤﺘﻨﻮﻋﺔ‬
.‫ﻓﻲ ﺿﻮء ﺧﺼﺎﺋﺼﻬﮭﻢ ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ ﻭوﺍاﻟﻔﻜﺮﻳﯾﺔ ﻭوﺍاﻟﻤﻬﮭﻨﻴﯿﺔ ﺍاﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻲ ﺍاﺗﺠﺎﻫﮬﮪھﺎﺗﻬﮭﻢ ﻭوﻣﻮﺍاﻗﻔﻬﮭﻢ‬
(9) Because individuals respond to the single phenomenon according to their
perception of it and according to their personal attributes; it becomes a must to
study the trends of political elites in Jordan with respect to the phenomenon of
globalization with its various dimensions and different effects in light of their [i.e.
individuals] social, intellectual, and professional characteristics which affect their
attitudes and stances. [S 2]
ALOTAIBI AND PICKERING
11 Example 10 includes a logical statement function to establish a niche. It is followed by
occupying the niche move, which is underlined.
‫ﺇإﻥن ﺍاﻟﺬﻳﯾﻦ ﻳﯾﺘﻌﺎﻣﻠﻮﻥن ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻣﻊ ﺍاﻵﺧﺮﻳﯾﻦ ﻫﮬﮪھﻢ ﺃأﻛﺜﺮ ﺍاﻷﻓﺮﺍاﺩد ﻋﺮﺿﻪﮫ ﻟﻼﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ ﻭوﺑﺎﻟﺘﺎﻟﻲ ﻳﯾﻌﺘﺒﺮ‬
‫ ﻟﺬﻟﻚ ﺟﺎءﺕت ﻫﮬﮪھﺬﻩه ﺍاﻟﺪﺭرﺍاﺳﺔ‬،٬‫ﺍاﻟﻤﻌﻠﻤﻮﻥن ﻭوﺃأﺳﺎﺗﺬﺓة ﺍاﻟﺠﺎﻣﻌﺔ ﻣﻦ ﺃأﻛﺜﺮ ﻓﺌﺎﺕت ﺍاﻟﻤﺠﺘﻤﻊ ﺗﻌﺮﺿﺎ ﻟﻼﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ‬
‫ﺍاﻟﺤﺎﻟﻴﯿﺔ ﻟﺘﺘﻨﺎﻭوﻝل ﻣﻮﺿﻮﻉع ﺍاﻻﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ ﻭوﻣﺪﻯى ﺷﻴﯿﻮﻋﻪﮫ ﻭوﻋﻼﻗﺘﻪﮫ ﺑﺒﻌﺾ ﺍاﻟﻤﺘﻐﻴﯿﺮﺍاﺕت ﻟﺪﻯى ﺃأﻋﻀﺎ ﻫﮬﮪھﻴﯿﺌﺔ‬
‫ﺍاﻟﺘﺪﺭرﻳﯾﺲ ﺑﺠﺎﻣﻌﺔ ﺁآﻝل ﺍاﻟﺒﻴﯿﺖ ﻓﻲ ﺍاﻷﺭرﺩدﻥن‬
(10) Those who deal directly with others are the most vulnerable individuals to
psychological exposure; and consequently teachers and university professors are
the most vulnerable groups in society subject to psychological burnout; therefore,
the current study came to deal with burnout and the extent of its prevalence and
its relationship with some variables concerning the members of faculty of Al-Bayt
University in Jordan. [EP 2]
3. Presenting the study
According to the CARS model, the last rhetorical component in English RA introductions
is occupying the niche, or presenting the study, after a gap has been created in establishing the
niche move. The obligatory realization is Step 1 either through outlining purposes or announcing
present research. Swales (1990) provided examples of linguistic exponents of this step such as:
The aim of the present paper is to give … The present work extends … (p. 160).
The investigation of this component in Arabic texts shows that it is relatively
insignificant as it was employed in only 9 introductions out of 20, with 5 introductions in
sociology and 4 introductions in educational psychology. Table 2 reports the number of cases of
occupying the niche move. It shows that the most employed step is Step 1 with its two versions:
outlining purposes and announcing present research (these two steps were merged in the
updated CARS model). In addition, there is one RA introduction in sociology that used other
steps indicating research article structure, summarizing methods, presenting research questions,
and stating the value of the present research. The last three steps were added to the updated
model in Swales (2004).
THE GLOBAL eLEARNING JOURNAL 12 Step 1A (outlining purposes) functions in presenting the purposes of the study. It was
used three times in educational psychology introductions and once in sociology texts. Example
11 includes two statements from an educational psychology introduction where the first
statement functioned to establish a niche while the last one operated as a logical conclusion
opening with “therefore”.
Table 2
Step Options in Move 3: Occupying the Niche
Step Options in
Move 3
Step 1 A Outlining
purposes
Step 1 B Announcing
present research
Step 2 Announcing
principal findings
Step 3 Indicating
research article
structure
Summarizing methods
Presenting RQs
Stating the value of
the present research
EP
Sociology
Total
3
1
4
1
3
4
0
0
0
0
1
1
0
0
0
1
1
1
1
1
1
Total
4
8
12
‫ﺇإﻥن ﺍاﻟﺬﻳﯾﻦ ﻳﯾﺘﻌﺎﻣﻠﻮﻥن ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻣﻊ ﺍاﻵﺧﺮﻳﯾﻦ ﻫﮬﮪھﻢ ﺃأﻛﺜﺮ ﺍاﻷﻓﺮﺍاﺩد ﻋﺮﺿﻪﮫ ﻟﻼﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ ﻭوﺑﺎﻟﺘﺎﻟﻲ ﻳﯾﻌﺘﺒﺮ ﺍاﻟﻤﻌﻠﻤﻮﻥن‬
‫ ﻟﺬﻟﻚ ﺟﺎءﺕت ﻫﮬﮪھﺬﻩه ﺍاﻟﺪﺭرﺍاﺳﺔ ﺍاﻟﺤﺎﻟﻴﯿﺔ ﻟﺘﺘﻨﺎﻭوﻝل‬،٬‫ﻭوﺃأﺳﺎﺗﺬﺓة ﺍاﻟﺠﺎﻣﻌﺔ ﻣﻦ ﺃأﻛﺜﺮ ﻓﺌﺎﺕت ﺍاﻟﻤﺠﺘﻤﻊ ﺗﻌﺮﺿﺎ ﻟﻼﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ‬
‫ﻣﻮﺿﻮﻉع ﺍاﻻﺣﺘﺮﺍاﻕق ﺍاﻟﻨﻔﺴﻲ ﻭوﻣﺪﻯى ﺷﻴﯿﻮﻋﻪﮫ ﻭوﻋﻼﻗﺘﻪﮫ ﺑﺒﻌﺾ ﺍاﻟﻤﺘﻐﻴﯿﺮﺍاﺕت ﻟﺪﻯى ﺃأﻋﻀﺎ ﻫﮬﮪھﻴﯿﺌﺔ ﺍاﻟﺘﺪﺭرﻳﯾﺲ ﺑﺠﺎﻣﻌﺔ ﺁآﻝل ﺍاﻟﺒﻴﯿﺖ‬
.‫ﻓﻲ ﺍاﻷﺭرﺩدﻥن‬
(11) Those who deal directly with others are the most vulnerable individuals to
psychological combustion and thus teachers and university professors are the
most vulnerable groups in society subject to psychological burnout. Therefore, the
current study came to deal with the topic of burnout and the extent of its
prevalence and its relationship with some variables concerning the members of
faculty of Al-Bayt University in Jordan. [EP 2]
ALOTAIBI AND PICKERING
13 The second example was a comparison between the study presented in the paper and
previous studies. After a long review of the literature, the writers compared their study to
previous studies by highlighting the similarities and differences.
‫ ﻻﺑﺪ ﻣﻦ ﺗﻮﺿﻴﯿﺢ ﻣﻮﻗﻊ ﻫﮬﮪھﺬﻩه ﺍاﻟﺪﺭرﺍاﺳﺔ ﻣﻦ ﺍاﻟﺪﺭرﺍاﺳﺎﺕت ﺍاﻟﺴﺎﺑﻘﺔ ﻣﻦ ﺣﻴﯿﺚ‬،٬‫ﺑﻌﺪ ﻫﮬﮪھﺬﺍا ﺍاﻟﻌﺮﺽض ﻟﻠﺪﺭرﺍاﺳﺎﺕت ﺍاﻟﺴﺎﺑﻘﺔ‬
‫ ﺣﻴﯿﺚ ﺇإﻥن ﻧﻘﺎﻁط ﺍاﻟﺘﺸﺎﺑﺔ ﺑﻴﯿﻨﻬﮭﺎ ﺗﺘﻤﺜﻞ ﻓﻲ ﺍاﻟﻬﮭﺪﻑف ﻭوﻫﮬﮪھﻮ ﺍاﻟﺘﻌﺮﻑف ﻋﻠﻰ ﺗﺼﻮﺭرﺍاﺕت ﺍاﻟﻤﻌﻠﻤﻴﯿﻦ‬،٬‫ﺍاﻟﺘﺸﺎﺑﺔ ﻭوﺍاﻻﺧﺘﻼﻑف‬
‫ ﻭوﺃأﻥن‬،٬‫ ﺃأﻣﺎ ﻧﻘﺎﻁط ﺍاﻻﺧﺘﻼﻑف ﺗﺘﻤﺜﻞ ﻓﻲ ﺍاﻟﺒﻴﯿﺌﺔ ﺍاﻟﻤﻜﺎﻧﻴﯿﺔ‬،٬‫ﻭوﺍاﻟﻤﻌﻠﻤﺎﺕت ﻓﻲ ﺍاﻟﻤﺪﺍاﺭرﺱس ﺍاﻟﺜﺎﻧﻮﻳﯾﺔ ﻧﺤﻮ ﺩدﻳﯾﻤﻘﺮﺍاﻁطﻴﯿﺔ ﺍاﻟﺘﻌﻠﻴﯿﻢ‬
‫ ﺑﻴﯿﻨﻤﺎ ﻛﺎﻧﺖ ﻫﮬﮪھﺬﻩه ﺍاﻟﺪﺭرﺍاﺳﺔ ﻋﺒﺎﺭرﺓة ﻋﻦ ﺗﻄﻠﻌﺎﺕت ﻣﺴﺘﻘﺒﻠﻴﯿﺔ‬،٬‫ﺍاﻟﺪﺍاﺭرﺳﺎﺕت ﺍاﻟﺴﺎﺑﻘﺔ ﺗﻨﺎﻭوﻟﺖ ﺍاﻟﻤﻤﺎﺭرﺳﺎﺕت ﺍاﻟﺪﻳﯾﻤﻘﺮﺍاﻁطﻴﯿﺔ‬
‫ ﻋﻠﻤﺎ ﺑﺄﻥن ﻫﮬﮪھﺬﻩه ﺍاﻟﺪﺭرﺍاﺳﺔ ﺍاﺳﺘﻔﺎﺩدﺕت ﻣﻦ ﺍاﻟﺪﺭرﺍاﺳﺎﺕت ﺍاﻟﺴﺎﺑﻘﺔ ﻓﻲ ﺑﻨﺎء ﺃأﺩدﺍاﺓة ﺍاﻟﺪﺭرﺍاﺳﺔ ﻭوﻓﻲ ﻣﻨﺎﻗﺸﺔ‬،٬‫ﻟﺪﻳﯾﻤﻘﺮﺍاﻁطﻴﯿﺔ ﺍاﻟﺘﻌﻠﻴﯿﻢ‬
.‫ﻭوﺗﻔﺴﻴﯿﺮ ﺍاﻟﻨﺘﺎﺋﺞ‬
(12) After this overview of previous studies, the placement of this study among
previous studies needs to be clarified with respect of similarities and differences.
The similarities are with the consideration of the goal in which identifies the
perceptions of teachers in high schools towards the democracy of education. The
differences are with the representation of the spatial environment as the former
studies often dealt with democratic practices while this study was a prospective
for the democracy of education, although this study benefited from previous
studies in building the model of the study and in discussing and interpreting the
findings. [S 9]
The function of Step 1B (announcing present research) is similar to Step 1A (outlining
the purposes of the study) except it presents the study without tackling the purposes. Examples
13, 14, and 15 show three cases of presenting the study through this step. The first case, in
Example 13, was the first paragraph in the introduction. This is not the conventional place as
described in the CARS model (and thus in English introductions) as it should follow the
literature review and after the gap has been created.
‫ ﺍاﻟﺬﻱي ﻳﯾﺘﻨﺎﻭوﻝل ﺍاﻟﻤﻴﯿﺪﺍاﻥن ﺍاﻟﺼﺤﻲ‬،٬Medical Sociology ‫ﺗﻨﺘﻤﻲ ﻫﮬﮪھﺬﻩه ﺍاﻟﺪﺭرﺍاﺳﺔ ﺇإﻟﻰ ﻣﻴﯿﺪﺍاﻥن ﻋﻠﻢ ﺍاﻻﺟﺘﻤﺎﻉع ﺍاﻟﻄﺒﻲ‬
‫ ﺃأﻱي ﺑﻮﺻﻔﻪﮫ ﻣﺠﻤﻮﻉع ﺍاﻟﻤﺆﺳﺴﺎﺕت ﺍاﻟﺼﺤﻴﯿﺔ ﺍاﻟﺘﻲ ﺗﺴﺘﻬﮭﺪﻑف ﺇإﺷﺒﺎﻉع ﺍاﺣﺘﻴﯿﺎﺟﺎﺕت ﺍاﻟﻨﺎﺱس‬،٬‫ﺑﻮﺻﻔﻪﮫ ﻧﻈﺎﻣﺎ ﺍاﺟﺘﻤﺎﻋﻴﯿﺎ ﺛﻘﺎﻓﻴﯿﺎ‬
.(525 ‫ ﺹص‬،٬1984 ،٬‫ﺇإﻟﻰ ﺍاﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺍاﻟﺼﺤﺔ ﻭوﻣﻘﺎﻭوﻣﺔ ﺍاﻟﻤﺮﺽض )ﺍاﻟﺠﻮﻫﮬﮪھﺮﻱي‬
(13) This study belongs to the field of medical sociology, which addresses the health
field as a social and cultural system, which means a group of health institutions
that aim at satisfying the needs of people in maintaining good health and
resistance to diseases (Al-Jaohari, 1984 AD, p 525). [S 3]
The second case, as set forth in Example 14, is an abrupt mention of the study amid a list of
questions that aimed to create a niche.
‫‪THE GLOBAL eLEARNING JOURNAL ‬‬
‫‪14 ‬‬
‫ﻓﻤﺎ ﺩدﻭوﺭر ﺍاﻟﻤﻘﺮﺭرﺍاﺕت ﺍاﻟﺪﺭرﺍاﺳﻴﯿﺔ ﻓﻲ ﺍاﻟﺤﻔﺎﻅظ ﻋﻠﻰ ﺍاﻟﻘﻴﯿﻢ ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ ﻓﻲ ﻅظﻞ ﺗﻠﻚ ﺍاﻟﺘﻐﻴﯿﺮﺍاﺕت ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ؟ ﺧﺼﻮﺻﺎ‬
‫ﻭوﺃأﻥن ﻫﮬﮪھﻨﺎﻙك ﺛﻮﺍاﺑﺖ ﻣﻌﻴﯿﻨﺔ ﻳﯾﺴﻌﻰ ﻛﻞ ﻣﺠﺘﻤﻊ ﻭوﻣﻨﻬﮭﺎ ﻻﻣﺠﺘﻤﻊ ﺍاﻟﺴﻌﻮﺩدﻱي ﻟﻠﺤﻔﺎﻅظ ﻋﻠﻴﯿﻬﮭﺎ ﻭوﺍاﺳﺘﻤﺮﺍاﺭرﻳﯾﺔ ﻧﻘﻠﻬﮭﺎ؟ ﻭوﺣﻴﯿﺚ ﺇإﻥن‬
‫ﻫﮬﮪھﺬﻩه ﺍاﻟﺪﺭرﺍاﺳﺔ ﺗﻬﮭﺘﻢ ﺑﻤﻘﺮﺭر ﻋﻠﻢ ﺍاﻻﺟﺘﻤﺎﻉع ﻓﻬﮭﻞ ﻟﻌﻠﻢ ﺍاﻻﺟﺘﻤﺎﻉع ﻛﻤﻨﻬﮭﺞ ﺩدﺭرﺍاﺳﻲ ﻳﯾﺪﺭرﺳﻪﮫ ﻁطﻼﺏب ﺍاﻟﻤﺮﺣﻠﺔ ﺍاﻟﺜﺎﻧﻮﻳﯾﺔ ﻓﻲ‬
‫ﺍاﻟﺤﻔﺎﻅظ ﻋﻠﻰ ﺑﻌﺾ ﺍاﻟﻘﻴﯿﻢ ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ؟ ﻭوﻣﺎﺗﻠﻚ ﺍاﻟﻘﻴﯿﻢ؟ ﺃأﻡم ﺃأﻧﻪﮫ ﻫﮬﮪھﻨﺎﻙك ﻣﻘﺮﺭرﺍاﺕت ﺃأﺧﺮﻯى ﺃأﺧﺬﺕت ﻣﻨﻪﮫ ﻫﮬﮪھﺬﺍا ﺍاﻟﺪﻭوﺭر؟‬
‫‪(14) So what is the role of the curricula in maintaining social values in light of these‬‬
‫‪social changes? Especially since there are certain regularities which every society,‬‬
‫‪including the Saudi society, seeks to maintain and pass on? And since this study‬‬
‫‪concerns with the curriculum of Sociology, is there any [role] for Sociology as a‬‬
‫?‪curriculum studied by high school students in maintaining some social values‬‬
‫]‪And what are these values? Or have other curricula taken away its role? [S 4‬‬
‫‪The last case, in Example 15, was a clear presentation of the study which the writer considers to‬‬
‫‪be a humble contribution.‬‬
‫ﻭوﺑﻨﺎء ﻋﻠﻰ ﻣﺎﺳﺒﻖ‪ ،٬‬ﺗﺴﻌﻰ ﺍاﻟﺪﺭرﺍاﺳﺔ ﺍاﻟﺮﺍاﻫﮬﮪھﻨﺔ ﺇإﻟﻰ ﺗﻘﺪﻳﯾﻢ ﺇإﺳﻬﮭﺎﻡم ﻣﺘﻮﺍاﺿﻊ ﻟﻼﻗﺘﺮﺍاﺏب ﻣﻦ ﻣﻔﻬﮭﻮﻡم ﺍاﻟﺠﻮﺩدﺓة ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ‪،٬‬‬
‫ﻭوﺃأﻳﯾﻀﺎ ﺗﻘﺪﻳﯾﻢ ﺻﻮﺭرﺓة ﻭوﺍاﺿﺤﺔ ﻭوﺷﺎﻣﻠﺔ ﻷﻫﮬﮪھﻤﻴﯿﺔ ﻭوﻁطﺒﻴﯿﻌﺔ ﻭوﺃأﺑﻌﺎﺩد ﻫﮬﮪھﺬﺍا ﺍاﻟﻤﻔﻬﮭﻮﻡم ﺑﺎﻋﺘﺒﺎﺭرﻩه ﻣﻔﻬﮭﻮﻣﺎ ﺳﻮﺳﻴﯿﻮﻟﻮﺟﻴﯿﺎ ﺣﺪﻳﯾﺜﺎ‪،٬‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇإﻟﻰ ﺗﺤﺪﻳﯾﺪ ﺍاﻟﻌﻮﺍاﻣﻞ ﺍاﻟﺘﻲ ﺃأﺩدﺕت ﺇإﻟﻰ ﻅظﻬﮭﻮﺭرﻩه ﻭوﺃأﺧﻴﯿﺮﺍا ﺍاﻷﺑﻌﺎﺩد ﺍاﻟﻨﻈﺮﻳﯾﺔ ﻭوﺍاﻟﻤﺆﺷﺮﺍاﺕت ﺍاﻻﻣﺒﻴﯿﺮﻳﯾﻘﻴﯿﺔ ﺍاﻟﺘﻲ ﺗﺴﺘﺨﺪﻡم‬
‫ﻟﺘﺤﻘﻴﯿﻖ ﻭوﻗﻴﯿﺎﺱس ﻭوﺗﻘﻴﯿﻴﯿﻢ ﺍاﻟﺠﻮﺩدﺓة ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ ﻓﻲ ﺍاﻟﻤﺠﺘﻤﻊ‪.‬‬
‫‪(15) Based on what has been mentioned, the current study seeks to make a humble‬‬
‫‪contribution to approach the concept of social quality, and also to provide a‬‬
‫‪comprehensive and clear picture of the importance, nature, and dimensions of this‬‬
‫‪concept as a new sociological concept; in addition [it seeks] to identify the factors‬‬
‫‪that led to its appearance and finally [it seeks to identify] the theoretical‬‬
‫‪dimensions and empirical indicators which used to achieve and measure and‬‬
‫]‪evaluate the social quality in the society. [S 10‬‬
‫‪Finally, Step 3 (indicating research article structure) was employed only once. Although this‬‬
‫‪step might occur in English introductions as outlined in the CARS model, the Arabic‬‬
‫‪introduction went further to describe the reference list, and the appendix.‬‬
‫ﻭوﻓﻲ ﺿﻮء ﻫﮬﮪھﺪﻑف ﺍاﻟﺪﺭرﺍاﺳﺔ‪ ،٬‬ﻓﻘﺪ ﺗﻢ ﺗﻘﺴﻴﯿﻢ ﺍاﻟﺪﺭرﺍاﺳﺔ ﺇإﻟﻰ ﻋﺪﺓة ﺃأﻗﺴﺎﻡم؛ ﺗﺘﻨﺎﻭوﻝل ﺍاﻷﻭوﻟﻰ ﻣﻨﻬﮭﺎ ﺗﺤﺪﻳﯾﺪ ﻣﺎﻫﮬﮪھﻴﯿﺔ ﻣﻔﻬﮭﻮﻡم ﺍاﻟﺠﻮﺩدﺓة‬
‫ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ ﻭوﻁطﺒﻴﯿﻌﺘﻪﮫ‪ ،٬‬ﻭوﻋﺮﺽض ﺍاﻟﻘﺴﻢ ﺍاﻟﺜﺎﻧﻲ ﻟﻠﺨﻠﻔﻴﯿﺔ ﺍاﻟﺘﺎﺭرﻳﯾﺨﻴﯿﺔ ﻟﻨﺸﺄﺓة ﻣﻔﻬﮭﻮﻡم ﺍاﻟﺠﻮﺩدﺓة ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ‪ ،٬‬ﺑﻴﯿﻨﻤﺎ ﺍاﻫﮬﮪھﺘﻢ ﺍاﻟﻘﺴﻢ‬
‫ﺍاﻟﺜﺎﻟﺚ ﺑﺘﺤﺪﻳﯾﺪ ﺍاﻟﻘﻮﻯى ﺍاﻟﺪﺍاﻓﻌﺔ ﻭوﺭرﺍاء ﻅظﻬﮭﻮﺭر ﻣﻔﻬﮭﻮﻡم ﺍاﻟﺠﻮﺩدﺓة ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ‪ ،٬‬ﻭوﺧﺼﺺ ﺍاﻟﻘﺴﻢ ﺍاﻟﺮﺍاﺑﻊ ﻟﻌﺮﺽض ﺍاﻷﺑﻌﺎﺩد‬
‫ﺍاﻟﻨﻈﺮﻳﯾﺔ ﻟﻠﺠﻮﺩدﺓة ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ‪.‬‬
‫ﻭوﺍاﺧﺘﺘﻤﺖ ﺍاﻟﺪﺭرﺍاﺳﺔ ﺑﺨﺎﺗﻤﺔ ﺗﻀﻤﻨﺖ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍاﻻﺳﺘﺨﻼﺻﺎﺕت ﺣﻮﻝل ﻁطﺒﻴﯿﻌﺔ ﻣﻔﻬﮭﻮﻡم ﺍاﻟﺠﻮﺩدﺓة ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ ﻭوﺃأﺑﻌﺎﺩدﻩه‬
‫ﻭوﺃأﻫﮬﮪھﻤﻴﯿﺘﻪﮫ‪ ،٬‬ﺛﻢ ﻗﺎﺋﻤﺔ ﺍاﻟﻤﺮﺍاﺟﻊ ﺍاﻟﺘﻲ ﺗﻢ ﺍاﻻﻋﺘﻤﺎﺩد ﻋﻠﻴﯿﻬﮭﺎ ﻓﻲ ﺍاﻟﺪﺭرﺍاﺳﺔ‪ .‬ﻭوﺍاﻟﺤﻖ ﺑﺎﻟﺪﺭرﺍاﺳﺔ ﺍاﻟﻤﺆﺷﺮﺍاﺕت ﺍاﻻﻣﺒﻴﯿﺮﻳﯾﻘﻴﯿﺔ ﻟﻘﻴﯿﺎﺱس‬
‫ﻭوﺗﻘﻴﯿﻴﯿﻢ ﺍاﻟﺠﻮﺩدﺓة ﺍاﻻﺟﺘﻤﺎﻋﻴﯿﺔ ﺑﺄﺑﻌﺎﺩدﻫﮬﮪھﺎ ﺍاﻟﻤﺨﺘﻠﻔﺔ ﺗﻀﻤﻨﺖ ﺍاﻟﻤﺠﺎﻻﺕت ﺍاﻟﺮﺋﻴﯿﺴﻴﯿﺔ ﻭوﺍاﻟﻔﺮﻏﻴﯿﺔ ﻟﻜﻞ ﺑﻌﺪ ﻣﻦ ﺃأﺑﻌﺎﺩد ﻭوﻣﺆﺷﺮﺍاﺕت‬
‫ﻗﻴﯿﺎﺳﻬﮭﺎ‪.‬‬
‫;‪(16) And in light of the aim of the study, the study was divided into several sections‬‬
‫‪the first deals with determining the concept of social quality and its nature, and‬‬
‫‪the second section displayed the historical background to the emergence of the‬‬
ALOTAIBI AND PICKERING
15 social quality, while the third section concerned with identifying the driving
forces behind the emergence of the concept of social quality, and the fourth
section was devoted to view the theoretical dimensions of social quality. And the
study concluded with a conclusion that involved a group of outlines about the
nature of the concept of social quality and its dimensions and importance, then [it
concluded with] a list of references that were relied upon in the study. And the
study was indexed with the empirical indicators, which are used for measuring
and assessing the social quality with its different dimensions, [the empirical
indicators] included the main and secondary fields for each dimension and each
measurement indicator. [S 10]
Conclusion
The exploration of the three elements that typically comprise the introduction to a
research paper according to Swales’ CARS model has shown that Arabic RA introductions are
typically significantly different from English RA introductions in their component parts.
Although the literature review is present and abundant in the Arabic papers, it seems to be
provided in order to familiarize the reader with the topic only and not to problematize previous
studies to create a research gap as is typical in English literature sections. The most salient point
in discussing previous studies was the use of the non-integral citation, where the name of the
scholar was put at the end of the sentence between parentheses. This strategy was sometimes
problematic because Arabic paragraphs comprise several clauses in a few sentences and
sometimes in only one sentence. So it was unclear which idea belonged to the cited scholar (see
Example 1).
Establishing a territory move was scarcely employed in the Arabic papers as it was used
in only 8 introductions out of 20. More importantly, it was never used to critique previous
studies. The most applied strategy was continuing a tradition which suggests that the element of
creating a research gap is entirely different within Arabic and English rhetorical conventions.
Occupying the niche move also appears to be insignificant in the Arabic papers as it was
used in only 9 introductions out of 20. In addition, it was downgraded in the sense that it was (a)
THE GLOBAL eLEARNING JOURNAL 16 placed at the outset of the introduction, (b) written as a final coordinated clause, and (c)
compared to previous studies. Additionally, one introduction showed that the presented study
was aimed to make a humble contribution.
Implications and Future Research
The differences in rhetorical conventions that we have shown here between Arabic and
English RA introductions will unquestionably present some challenges to Arabic students who
attend online courses in which writing is the primary method of communication. In addition to
building an awareness of these possible cross-cultural “traps” for professors who are
monolingual native users of English, we offer two additional areas for teachers to consider:
1) Professors of all disciplines are encouraged to familiarize their students with the prototypical
and crucial components of each genre. Since the focus of this study was on the genre of the RA
introduction, professors are encouraged to show that these rhetorical moves are quite essential in
writing a successful introduction in English academic discourse.
2) On the other hand, professors need to be cognizant of these cross-cultural divergences and be
flexible with these diverse writing styles. Since the English language is expanding and
becoming more of an international and world language that comprise many varieties, professors
teaching ESL students are encouraged not to judge ESL writing by applying norms found in the
writing tradition in Anglophone communities.
The last point can be beneficial to editors in journals. Belcher (2007) has shown that offnetwork scholars, such as those from Middle East, Asia, Latin America, and Europe, encounter
difficulties in getting their papers accepted in Anglophone journals. It is thus recommended that
editors become aware of these different varieties in English.
ALOTAIBI AND PICKERING
17 Future studies are recommended to examine the appropriate ways of teaching writing,
especially to ESL students, such as the design and the structure of the course and the appropriate
tools used for online courses.
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